the 5 wells teaching schools alliance. overview 1. the national college 2. teaching schools 3. the...
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The 5 Wells Teaching Schools Alliance
Overview
1. The National College
2. Teaching Schools
3. The Big 6
NCTL - Aim
• NCTL will support the development and implementation of a 0-18 self-improving school-led system so that by September 2016 there will have been an irrevocable shift from the centre to schools
The Secretary of State’s Vision
“At the heart of this Government’s vision for education is a determination to give school leaders more power and control. Not just to drive improvement in their own schools - but to drive improvement across our whole education system.
This policy is driven, like all our education policy, by our guiding moral purpose – the need to raise attainment for all children and close the gap between the richest and poorest.”
• Key policy drivers:
autonomy, collaboration, freedom, diversity, self-improvement, accountability – an increasingly school- led system
• The challenges:
building capacity, confidence and trust –structure & governance
• The goal:
that elements of a devolved system are held in balance so that …
1. Autonomy doesn’t become isolation
2. Diversity doesn’t act as a barrier to collaboration
3. Accountability doesn’t become regulation
The big picture
Working with, not doing to….
• Win-win for all is essential• Need to take the time to
build trust • Not about empire-
building and needs to be seen as such
Designation is open to…
•any phase of school: nursery, primary, middle, secondary, 6th form/college, special or pupil referral unit / short stay school•any type of school including independent, academy, federated, faith school, free school, studio school, university technical college (UTC) grammar school or school leading a chain•smaller schools, such as smaller special or primary schools, as the model enables more than one school to share the designated role of leading a teaching schools alliance
Who can be a Teaching School?
Who can be a Teaching School?Designation criteria … a high bar …
• A clear track-record of successful collaboration with other schools• Ofsted outstanding for overall effectiveness, teaching and learning
and leadership and management• Consistently high levels of pupil performance or continued
improvement• An outstanding head teacher with at least three years headship
experience, and outstanding senior and middle leaders with capacity to support others.
Role of Teaching Schools
As well as offering training and support for their alliance themselves, Teaching Schools will identify and co-ordinate expertise from their alliance, using the best leaders and teachers to:
1.lead the development of a school-led ITT system2.lead peer-to-peer professional and leadership development3.identify and develop leadership potential4.provide support for other schools5.designate and broker Specialist Leaders of Education (SLEs)6. engage in research and development
Professional continuum
ITT / Schools Direct CPD Succession planning Teacher training Leadership Development Talent Management
LEADERSHIP DEVELOPMENT
Initial Teacher Training (ITT) Many Teaching Schools already involved Opportunity to build on teaching hospital model ITT a core business in TS Fully accredited – SCITTs Strategic leadership across alliance Quality of ITT has potential to attract schools to join alliances TS Council has developed principles/features of a mature ITT system School Direct Graduate Career Progression
“… over the next five to ten years we expect that, rather than Government managing much of the ITT system centrally, schools should increasingly take on this responsibility.”
Training our next generation of outstanding teachers: An improvement strategy for discussion (June 2011)
School to school support• Comes in many forms• Combination of NLE, LLE, SLE,
NLG and other support as required• Schools benefiting include those in
Special Measures, Serious Weaknesses, “coasting” and those lacking in leadership capacity/specific expertise
• Operates on a continuum – from relatively light touch to federation, trust, chain, academy sponsorship arrangements – as appropriate
• Funded through various sources/contracts inc LA, DfE, school
• Focus always on impact
StSS/SLEs
Working with range of partners to improve practice and outcomes for pupils in schools which may request support or be required to be part of a support package
Often a bespoke and practitioner-led response to local need Challenge of working with other providers Government recognition of important role of senior/middle leaders
play in school improvement Teaching schools responsible for designation, brokerage and
quality assurance of SLE Attractive leadership development opportunities Challenge of ‘culture change’ with TS ‘charging’ for SLEs
Specialist Leaders of Education (SLE)
Relatively new designation acknowledging the important role of middle and senior leaders in supporting their peers
Excellent professionals in leadership positions below the headteacher, with the capacity, capability and commitment to work beyond their own school
Outstanding in a particular area, for example: a subject specialism; inclusion; ITT mentoring; performance management; behaviour; school business management
Have the track-record and skills to work in this way
Designated and brokered by teaching schools, but may be from any school
Specialist Leaders of Education
• Outstanding themselves, not their school
• Range of roles
• Skill
• Track record
• Capacity
Research and development (R&D)Research and development network
•Enabling Teaching School alliances to engage in research and development activities, both working with their individual HEI partners and working in regional and national networks •Providing opportunities for training, sharing expertise and wider dissemination of ‘what works’ Teaching Schools network offers key means for alliances to collaborate and learn from each other Way of creating new knowledge and evidence of effective practice Many funded opportunities for TS to develop their expertise through working with other schools/university partners
Governance/Leadership Governance of Teaching School Alliances: Range of governance arrangements – layered Involving key strategic partners in governance
Leadership of TS Alliance involves: Clear vision Strategy for developing people Restructuring TS to allow strategic development and sustainability Enhancing effective teaching and learning through TS remit Building, developing partnerships within/beyond TS alliance – social capital School Governance/Teaching School Accountability
What makes great leadership? Optimistic, enthusiastic and curious – belief in people
Commitment to social justice, equity and excellence
Respect and empathy for others
Resilient – tireless energy
Persistent – in pursuit of excellence, putting pupils first
Drive and determination – ambitious
Courage, conviction and integrity
Vigilant and visible – ‘only the best will do’ Humility plus professional will (fierce resolve)
Ofsted Outstanding Schools series 2009/10; Capturing Leadership Premium, McKinsey 2010 Glatter 2009; Future of Leadership, National College 2008.
Toward a self improving school system
1. Great use of data – ‘the best bits’
2. Collective responsibility for the issues – the brutal facts
3. A mechanism for moving ‘the best bits’ to where they are most needed
4. Engagement in research and access to research
5. A culture shift – from ‘my’ to ‘our’
6. Joint accountability – peer scrutiny and review; a willingness to be transparent
7. From ‘ sharing good practice’ to ‘ joint practice development’
8. Professional generosity, reciprocity and collective moral purpose
Risks• Maturity, time and expertise, structures and
accountability
• Core purpose of education establishments– a distraction?
• Inclusive and reciprocal – in a very diverse system?
• Supported to deliver not stretched to fail?
• Motivation - collective moral purpose?
• A tale of two systems?
Strength in alliance, partnerships and collaboration
The 5 Wells Teaching Schools Alliance
The 5 Wells TSA Partners
Redwell Primary School (RPS) Rowan Gate Primary School (RGPS) Ruskin Infant School (RIS) All Saints Primary School (ASPS) Croyland Primary School (CPS) Weavers Academy (WA) University of Northampton (UoN) Wellingborough Education Partnership (WEP)
The 5 Wells Action Plan
CPD / Leadership DevelopmentSuccess criteriaExisting staff move into promotional opportunities within the 5 Wells TSA
ProgressQuality of T&L improved across 5 Wells TSAData for partner schools improvedOfsted grades for Leadership & Teaching & Learning increased
KPI (use number from list at end of template, where appropriate) Quality of leadership The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of leadership and management between inspections, compared with a comparator group of schools not involved with teaching schools.**Target: Double the rate of improvement. Quality of TeachingThe percentage of schools within teaching school alliances that improve their Ofsted grades for quality of teaching, compared with a comparator group of schools not involved with teaching schools.**Target: Double the rate of improvement Pupil AttainmentThe percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage 2 and Key Stage 4).Target: Double the rate of improvement.
Action steps By whom By when How measuredIdentify the Leadership & CPD needs of the 5 Wells TSA including local, National & individual schools priorities;Audit skills of leadersWork together as strategic partners to do peer reviewsIdentified staff to complete OTPIdentified staff to complete OTP facilitator trainingDeliver NPQML programmes
HE / All HTs
Sept 2014Dec 2014July 2014July 2014July 2015
Complete audit of skills in 5 Wells TSA Complete peer reviews within 5 Wells TSA 6 Staff to complete OTP 2 Staff to complete OTP Facilitator training NPQML programme completed through 5 Wells TSA
Partnership working with WEPDeveloping effective partnership working with WEPLiaise with WEP MB about possible models of working
HE / LC
July 2015Dec 2014
Clarity of working partnerships Agreed model of working between WEP & 5 Wells TSA Clear plan in place for future membership of 5 Wells TSA / WEP
Increase CPD offersWEP – continue & extend network meetings / offer Governor training / NQT InductionAccredit the NQT Programme5 Wells TSA to offer targeted provision for all range of school Leaders, focus in Year 1 on Senior & Middle LeadersCommissioned services of 5 Wells TSA for LAWork with UoN to investigate opportunities for Masters links with 5 Wells for career pathways
JHF / HE / All HTs
April 2015
July 2015July 2015
April 2015Dec 2014
Schools Leaders including Head Teachers, Deputies, Middle Leaders – increase leadership capacity measured by LA / Ofsted
Increase promotional opportunities from 11 to 19 25 NQTs to complete accredited training Increase engagement with supported accredited CPD for number of
teachers / leaders - April 2013-April 2014=32 to April 2014- April 2015 = 40
Increase delivered CPD days = April 2013-April 2014= 54 to April 2014- April 2015 = 75
CPD links with Masters
Establish procedures for Quality Assurance for training AA / LC train as Ofsted Inspectors to support Quality Assurance processes AA / LC July 2015
Establish system for measuring impact to deliver training that is at least Good
Leaders in 5 Wells to train as Ofsted Inspectors
Expand system leaders team across 5 Wells TSA;Talent spot to introduce roles of SLE’sConsider LLE role being reintroducedIncrease NLE / NLG roles HE / All HTs
Oct 2014Dec 2014July 2015
Increase numbers of system leadersType Current Target NumberNLE 1 2NLG 1 Consolidate Role
LLE 0 2
SLE 0 4Work with LA, Diocese & network of TS’s to share programmes & link our offer to Leads of all schools in Northamptonshire & beyond HE / All HTs July 2015 Evidence of work from all named
Succession Planning and Talent Management
Success criteria Fewer vacancies & easy to recruit to 5 Wells TSAEffective contribution to the LA / DfE needs
Progress% of staff starting in post at graded Good or better increasedIncreased % of effective system leaders
KPI (use number from list at end of template, where appropriate)
Action steps By whom By when How measured
Develop Aspirant Leaders dependent on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities;Create a 5 Wells framework for identifying Aspirant LeadersCreate a personalised learning journey Use talent spotting for Aspirant Leaders provide opportunities for preparation for system leadershipDevelop understanding of wider picture of National context
AB / All HTs
Sept 2014Oct 2015Dec 2014
July 2015
An effective framework is in placeCompleted personalised learning journeyInternal / across 5 Wells promotion opportunities for 2013 – 2014 = 2 posts 2014-2015 = 8 posts across 5 Wells TSASecondment opportunities available within & beyond 5 Wells TSA
Identify students in secondary school who are looking for careers in education, specifically as teachers AB
April 2015 Students entering teacher training increased
Work with LA, Diocese & network of TS’s to share opportunities for future succession priorities & link our offer to Leads of all schools in Northamptonshire & beyond
AB / All HTs
July 2015
Evidence of work from all named
School to School Support Success criteria Impact on Leadership & Teaching & Learning, standards & closing the gap
ProgressIncrease Ofsted / LA grading of schools working with 5 Wells TSARaise data of schools in 5 Wells TSA & those being supported by it
KPI (use number from list at end of template, where appropriate) Quality of leadership The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of leadership and management between inspections, compared with a comparator group of schools not involved with teaching schools.**Target: Double the rate of improvement. Pupil AttainmentThe percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage 2 and Key Stage 4).Target: Double the rate of improvement.
Action steps By whom By when How measured Commission services of 5 Wells leaders to support targeted schools depending on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities;Complete peer reviewsQA principles coming from these experiencesEstablish recording & reporting systemsIdentify gaps in expertise / capacity, use this to inform plansIdentify gaps & skill development of system leadersDevelop bespoke / targeted programmes of support which can be commissionedUse LA info to commission work to work with schools not yet Good5 Wells supporting LA needs for school improvement as identified by local need, National need & DfE
AA / All HTs
Dec 2014Dec 2014Sept 2014Dec 2014Dec 2014July 2015
July 2015July 2015
Securing & consolidation of Outstanding schoolsMoving Good schools to Outstanding Schools not yet good moving into Good category from LA / OfstedEvaluation from schools showing impact on leaders / narrowing of gaps in expertiseNumber of schools supported increased from 7 in last 3 years to 6 in 2014-2015NLG to support 5 CofG in schools across county strengthening GovernanceTargeted support for schools not yet Good with clear impact on records of T&L
Audit the skills available across the 5 Wells TSA & produce a brochure of available support to use for brokerage of support
AA / Admin Sept 2014 6 new schools accessed / booked the 5 Wells TSA support
brokered through the website / advertising
Develop the skills of the 5 Wells TSA Develop capacity & build on existing practiceEstablish core offer / provision for all schools AA / All HTs
Dec 2014July 2015
Complete peer reviews across the 6 5 Wells TSA school partners including either;5 Wells Full Reviews – RIS / Weavers / CPS5 Wells Mini Reviews – RPS / RGPS / All Saints
Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond
AA / All HTs July 2015 Evidence of work from all named
Specialist Leaders of Education
Success criteria Designate SLE’s successfullyDevelop effective system leadership
ProgressIncreased % of effective system leaders
KPI (use number from list at end of template, where appropriate) The number of SLEs designated and trained.Target: The number of SLEs designated and trained is in line with targets agreed with the DfE. Overall effectiveness of schools The percentage of schools within teaching school alliances that improve their overall judgement between Ofsted inspections, compared with a comparator group of schools not involved with teaching schools.**Target: Double the rate of improvement.
Action steps By whom By when How measured
Provide opportunities for preparation for system leadership depending on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities;Use talent spotting for SLE’sAspirant SLE’s to be coached by SLE’sEstablish Quality Assurance & reporting mechanisms for SLE work
AB / VG / All HTs
Oct 2014July 2015Oct 2014
Increase number of SLE’s in 5 Wells from 0 to 4 Newly established SLE’s to support an aspirant SLE SLE support impacted on school being supported evidence in
feedback
Increase SLE provision;Apply for 4 SLE posts linked to audit of needDeploy SLE’s effectively to support schools not yet goodDeploy SLE’s effectively to support schools from Good to Outstanding
AB / VG / All HTs
Oct 2014July 2015July 2015
Reporting SLE deploymentSLE’s deployed for the minimum of 10 days in first yearSLE’s supporting schools to move forward in LA / Ofsted categories
Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond
AB / VG / All HTs
July 2015
Evidence of work from all named
Research and Development
Success criteria Research & Development successful fulfils needs of 5 Wells TSA / LA / DfE / NCTL priorities
ProgressR&D impacting on practice & improving data of schools in 5 Wells TSA
KPI (use number from list at end of template, where appropriate) Pupil AttainmentThe percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage 2 and Key Stage 4).Target: Double the rate of improvement.
Action steps By whom By when How measured
Identify Action Research project needs across the 5 Wells TSA depending on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities; Audit prioritiesPrioritising needsRecruiting colleagues to be involved in ARPsComplete ARPs
LC / All HTs / WEP
Sept 2014Sept 2014Dec 2014July 2015
Complete auditEvaluate & prioritise & identify ARPsImplement ARP’s across 5 Wells TSA increase from 8 in 2013-2014 to 13 in 2014-2015
Develop training programmes with UoN to develop research skills of students
LC / UoNJuly 2015
Training opportunities delivered to UoN partners
Share expertise of running ARP’sSupport development of system leaders in sharing expertise of ARP’sPublish findings of ARP’s & offer relevant training linkedIdentify ways that R&D will link into S2S support plans
LC / All HTs
July 2015July 2015Dec 2014
Support other schools middle leaders to run Action Research Publish for strategic partners & local WEP partners Record & report impact R&D has on other schools
Work with LA, Diocese & network of TS’s to share outcomes of ARP’s & link our offer to Leads of all schools in Northamptonshire & beyond
LC / All HTs
July 2015
Evidence of work from all named
Governance
Success criteria Establish effective challenge & support from 5 Wells TSA Strategic Board
Progress5 Wells TSA becomes established by end of Year 1 & able to extend partnership numbers for Year 2
KPI (use number from list at end of template, where appropriate) Number of schools in teaching school alliancesThe number of schools involved with a teaching school alliance. Target: The number of schools involved within teaching school alliances increases year on year (in total and for each teaching school cohort).
Action steps By whom By when How measured
Develop role of Strategic BoardPartners to be named on an area of responsibilityKey aspects led by system leaders
Strategic Board
April 2014June 2014
Across year;All areas linked to named lead partnerReporting mechanisms in place for leads to report termly ( 6x a year)
Identify what can be offered by 5 Wells TSAIdentify core provisionIdentify optional provisionEstablish scale of charges-Rates for staff-Rates for programmes eg, Peer Reviews
Strategic Board
Sept 2014Dec 2014July 2014 Increased take up of core provision
3 Identified schools for optional provision Income generated
Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond
Strategic Board
July 2015
Evidence of work from all named
“ A person with ubuntu is open and available to others, affirming of others, does not feel threatened that others are able and good, for he or she has a proper self-assurance that comes from knowing that he or she belongs in a greater whole and is diminished when others are humiliated or diminished.”
Desmond Tutu